家長教育程度與科學成就之關係：文化資本、補習時間與學習興趣為中介的分析

The Relation between Parents Education and Science Achievement: The Intermediary of Cultural Capital, Gram Time, and Students Interesting Study

張芳全
Fang-Chung Chang


所屬期刊： 第5卷第4期 「測驗與評量」
主編：國立政治大學教育學系教授兼系主任
余民寧
系統編號： vol019_02
主題： 測驗與評量
出版年份： 2009
作者： 張芳全
作者(英文)： Fang-Chung Chang
論文名稱： 家長教育程度與科學成就之關係：文化資本、補習時間與學習興趣為中介的分析
論文名稱(英文)： The Relation between Parents Education and Science Achievement: The Intermediary of Cultural Capital, Gram Time, and Students Interesting Study
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 38
中文關鍵字： 文化資本;補習時間;學習興趣;科學成就
英文關鍵字： the cultural capital, gram time, learning interesting, science achievement
服務單位： 國立臺北教育大學教育經營與管理學系副教授
稿件字數： 22267
作者專長： 教育政策分析;教育行政;教育經濟學;國際比較教育
投稿日期： 2009/10/21
論文下載： pdf檔案icon
摘要(中文)： 本研究以台灣國二生參加TIMSS 2003年資料探討影響科學成就之因素。本研究在可分析樣本4,575份，以家長教育程度為自變項，以文化資本、補習時間、科學興趣為中介變項，以科學成就為依變項。本研究以結構方程式模型檢定模式之間的關係。研究發現模式在適配度指標評估之後，模式獲得支持，其意義如下：1.本研究證實子女雙親的教育程度愈高，家庭文化資本愈豐富；同時家長教育程度愈高，家庭學習資源較多，子女校外補習時間愈多，家長教育程度與科學成就有正向關聯，但沒有顯著影響。2.文化資本正向影響學生學習興趣；文化資本、學生補習時間與學習興趣分別對科學成就都有正向顯著影響。3.本研究證實影響學生科學成就的中介變項存在，即家長教育程度會透過文化資本、學習興趣正向顯著影響科學成就之外，也透過學生的補習時間正向顯著影響科學成就，以及透過文化資本正向顯著影響科學成就。
摘要(英文)： Data from the Trend International Mathematics and Science Survey of 2003 (TIMSS 2003) were used to investigate variables that analyzed the impacted factors on science achievement in grade 8 in Taiwan. There were 4,575 samples in this study. It regarded the parents’ education degree as independent variable, the cultural capital, students’ gram time, students’ interesting in science as intermediary variables, and students’ science achievement as dependent variables. The study used Structural Equation Modeling( SEM) to test model and use some index to test, and it found that the model was fitted better. The meaning of model was as followings: 1. Students’ parents education were high, and they had more the cultural capital. Parents’ education degree were high, they had more the learning resources and more gram time. However, parents’ education could not influence on students’ achievement. 2. The cultural capital was positively significant on students’ interesting in science, in addition, cultural capital, gram time and learning interesting in science were significantly influenced on science achievement respectively. 3. The 4 intermediary variables affected science achievement, that meant the parents’ education degree could influence on achievement by the cultural capital, besides, it also could influence positively on achievement by students’ gram time and cultural capital respectively.
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